SPEAKING

AND
WRITING
5th Group:
Anisa Rizki AI160771
Ayu Awanda AI160775
Sriyanti AI162651
 SPEAKING
B. Student and D. Types of
Speaking Classroom Speaking
Performance

C. What Makes
Speaking Difficult?

A. Elements of
Speaking
 A. Elements of Speaking
1. Different Speaking
Events
Schott Thornburry suggests
various dimensions of different
speaking events in order to
describe different speaking
genres.
2. Conversational 3. Functional Language,
Strategies Adjacency Pairs, and
Fixed Phrases
Student need to be aware of
what real conversation look
like and we should give them
help in using some of the
more important phrases.
B. Students and Speaking

1. Reluctant Students
- Preparation
- The value of repetition
- Big groups, small groups
- Mandatory participation

2. The roles of the teacher

- Prompter
- Participant
- Feedback provider
 C. What makes speaking difficult?
Contractions, 4. Performances
elisions, reduced variables
vowels, etc. all form
special problems in The process of thinking
teaching spoken as you speak allows you
English. to manifest a certain
number of performance
hesitation, pauses, and
Fluent speech is 3. Reduced forms corrections.
phrasal, not word by
word. 2. Redundancy
The speaker has an
opportunity to make
meaning clearer through
the redundancy language.
1. Clustering
 C. What makes speaking difficult?

The most important 8. Interaction

characteristic and
important messages.

7. stress, rhythm,
Your students are
reasonably well and intonation
acquainted with the 6. Rate of delivery
words, idiom, and
phrases. To help learners achieve
an acceptable speed
along with other
attributes of fluency.
5. Colloquial
language
 D. Types of Classroom Speaking Performance

e. d.

c. Intensive b. Intensive
e. Interpersonal (dialogue) a. Imitative d. Transactional (dialogue)

f. Extensive (monologue)
Take a deep
breath.
Enjoy our material!

 A. Literacy

Writing B. Approaches to Student Writing

C. Writing Lesson Sequences

A. Literacy
(The ability to read and write).

1. Handwriting
 2. Spelling
a code that uses letter sequences to repre
sent specific words that have an associate
d pronunciation and meaning.
3. Layout and Punctuation
 B. Approaches to Student Writing

IV. Writing as cooperative activity I. Process and Product

II

V. Building the writing habit

VI III II. Genre
I
VI. The roles of the teacher III. Creative writing
V IV
I. Process and product
• Check language use (gram
mar, vocabulary, linkers).
• Check punctuation.

• Check spelling.

• Check your writing for

unnecessary repetition
of word / information.
• Decide on the information
for each paragraph and
the order the paragraphs
should go in.
II. Genre

Portfolio
Presentation
III. Creative writing
 IV. Writing as cooperative activity

is a teaching methodology that offers “prin

ciples and techniques for helping students
work together more effectively” (Jacobs, P
ower, & Loh, 2002, p. ix).
V. Building the writing habit

VI. The roles of the teacher

C. Writing Lesson Sequences
Characteristic of Good Speaking and Writing
1. Speaking
D. The conversation
class
B. Guided oral work

C. Free oral
production

A. Controlled oral
work
 2. Writing
7. Good writing is simple, 6. A word about writers: Good
but not simplistic. writers are not smug.

7. 6.

5. 4.

3. Good 2. Good w
writing is like 1. Good writing ant riting is
good teaching icipates reader grounded
5. Good writing comes on . in data. 4. Good writing tells a full
the rewrite. questions. story.
VOCABULARY
Predisposed : Mempersiapkan
Amusing : Lucu
Dictate : Mendikte/memerintah
Disregard : Mengabaikan/tidak Mempedulikan
Literacy : Melek huruf/kecakapan menulis dan membaca
Fainter : Lemah/Redup/Kusam
Assessed : Dinilai/Menaksir
Indulgent : Sabar
Ruthlessly : Dengan Kejam
Lumpy : Kental
Incorporate : Menggabungkan
Reference

Harmer, J. (1983). The practice of English language tea

ching. Cambridge, UK: Longman.

Geoffrey, B. (1980). Teaching English as a Foreign Langu

age. New York, USA.

Brown, Douglas H. (2001). Teaching by Principles: An Int

eractive Approach to Language Paedagogy. New York:Longman.
Thank you
